espanolEste articulo presenta un analisis de genero del prefacio de los libros de texto academicos, en concreto veintidos prefacios en los campos de la linguistica y la linguistica aplicada. Mediante el uso de un analisis basado en la estructura del movimiento, como los propuestos por Swales (1990) y Bhatia (1993), se identificaron cuatro movimientos que explican las distintas finalidades retoricas empleadas por escritores de prefacios para crear un nicho y establecer la importancia de sus libros de texto. Estos movimientos incluyen: establecer las necesidades del publico lector, establecer sus orientaciones, como la finalidad y el publico receptor, perfilar el ambito de los capitulos y, finalmente, los agradecimientos. Esta estructura de movimientos refleja las estructuras textuales empleadas por los autores para conseguir las finalidades retoricas de las secciones del prefacio. Se sugiere que estas conclusiones podrian incorporarse a la bibliografia educativa para quienes deseen iniciar el proyecto de un libro y que pueden ser de ayuda para el profesorado de Ingles como lengua extranjera (efl) a la hora de seleccionar materiales para sus clases basandose en su evaluacion externa de los libros de texto academicos. EnglishThis paper presents a genre analysis of the preface section in academic textbooks, specifically twenty-two preface sections from the closely-related fields of linguistics and applied linguistics. Using a move structure analysis such as those proposed by Swales (1990) and Bhatia (1993), four moves were identified to account for the different rhetorical purposes employed by writers of preface sections to create a niche and establish the importance of their textbooks. These moves comprise: establishing the needs of the readership, establishing their orientations like purpose and audiences, outlining of the scope of the chapters, and finally acknowledgments. This move structure reflects the textual strategies used by writers to achieve the rhetorical purposes of the preface sections. It is suggested that these findings could be incorporated into instructional literature for writers wishing to start book projects, and that they may also be helpful for English as a Foreign Language (efl) teachers in selecting materials for their classrooms based on their external evaluation of academic textbooks.Â
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